Linking parallel worlds Developing bilingual learning with complementary and mainstream teachers Mahera Ruby, Charmian Kenner and Eve Gregory Goldsmiths, University of London

Partnerships between primary and complementary school teachers (funded by Paul Hamlyn Foundation and Tower Hamlets) Collaborative action research on bilingual learning Teachers visit each others settings Plan jointly around a topic, adapt to own context Deliver lessons and observe each other Plan and deliver again Supported by Goldsmiths and Tower Hamlets Languages Service

A two-way exchange Mainstream teachers recognise the value of complementary teachers strategies, as well as vice versa Example of James, primary teacher (music/drama) co-teaching at the primary school with Zainab (Somali class teacher) Children in class mainly British Bangladeshi, two Somali children, one child from Afghanistan

Somali song

Arday baan ahayoo, arday baan ahayoo I am a student, I am a student Ubaxii waddankaan ahayoo! I am the flower of this country! Waxa aan u ordayaa, ordayaa I am running, running to Dugsida la aadaa Attend my school Inaan aqoon kororsadoo So I can establish who I am Dhulkayga anfacoo And benefit my country Dadaalkii la imiyee I have come to work hard Allahayoow igu gargaar My God guide me through Igu gargaar, allahayoow igu gargaar My God guide me through Aamiin, Aamiin. Amen, Amen.

Complementary strategyMainstream strategy recitation of keywords correcting pronunciation child as teacher negotiating translation children help with spelling drama to practise meaning expectations for behaviour split into 2 groups, each learn half of song fine-tune performance child as leader with support

Recitation and pronunciation Zainab leads recitation, then James Practice, performance Confidence with new language Playing with language Adjusting pronunciation

Child as teacher Changes power relationships Multiple practice Each child highlights different aspects Fine-tuning learning Synergy in teaching and learning through exchange with peers (Gregory, 2001)

James on the child as teacher Its a more rounded use of resources, it develops the children in different ways – self-learning, self-monitoring… the understanding you get from having to teach something, to try to explain it, focusing in your head on what it should be

Negotiating translation Collaborative negotiation of meaning and spelling in English Child may have more expertise than teacher

Learning keywords through drama Children choose keywords and build into English sentence, then act out

Expectations for behaviour James (as Muna and Zainab come up to teach the song) their students have a lot of respect for them…so I dont want to have to tell you to stop talking when theyre talking

Groupings for learning the song Tailoring task to new learners of Somali Chunks of language Building fluency Muna and Zainab take the lead

Fine-tune performance James requires precision in words, tune, volume, tone Complementary teachers also have high standards for children, expect all to perform

Child as leader with support Zainab asks for children to volunteer as leader She supports the leaders when they are unsure Vygotskyan approach: childs capacities are extended with the help of scaffolding from adult – meanwhile child scaffolds others

Childrens summary of the lesson aims To learn Somali language To understand the words / know the meaning of the words To read it out – how to pronounce it By the end of the lesson they were able to work out the meaning of the whole song with help from the Somali speakers

Equal status of teachers James introduced Zainab and Muna: were teaching buddies Co-teaching in the mainstream classroom was conducted seamlessly and with mutual understanding James comment on complementary strategies: it isnt what you do, and thats why its good for you to see it